Career guidance councellor

Role description

Supervise and monitor young people who are in need of specialist help with their study or career choices and/or have foundered in their (academic) career and whom primary process supervisors have been unable to help, e.g. through more in-depth career education and guidance assignments, discussions and psycho- diagnostic research (tests and interpretation) (F, G)

Provide specific information (about study or career choices) for the benefit of young people’s transition to further education and/or the labour market, organise specialist career education and guidance activities

Design the primary career guidance process, assignments, etc. in consultation with guidance counsellors

Possess extensive knowledge about further education, study choice, financial aid, professional skills, job requirements, the professional field and the labour market and use these for career guidance and in discussions with primary process supervisors

Know about motivational theories, working systematically, personal characteristics, switching and dropping out (D)

Able to hold in-depth career discussions (F)

Know a variety of coaching and supervision techniques

Know the right tests to administer and the added value of such tests on top of the information gleaned through discussions with young people (F, G, H)

Support primary process supervisors when they conduct and super- vise career education and guidance activities and discussions (G)

Organise activities to improve the expertise of all parties involved in career education and guidance (primary process supervisors and business/organisation partners) (C, F)

Ensure an adequate exchange of information between the student tracking system and primary process supervisors insofar as relevant for career guidance

Work continuously to keep their basic knowledge of further education and the labour market up to date (C, H)

Able to support guidance counsellors during the primary process and help them out if they encounter problems

Able to organise an adequate exchange of information between the student tracking system and guidance counsellors (J)

Able to build networks within the institution (G)

Coordinate with intake interviewers and work placement super-visors about how to provide career education and guidance during intakes and work placements

Coordinate the transition from previous and to further education (in the region) by exchanging information and organising joint activities in the interest of transitioning and suitable education

Maintain contact and cooperate with businesses/organisations (in the region) in order to be able to organise sufficient work placements/field trips/company assignments (B,G)

Organise information sessions in consultation with the regional labour market

Uses the training and employment help desk, service point for employers, VMBO On Stage, etc.

Refer young people to and maintain contact with external care providers

Coordinate cooperation with external specialists (F)

Able to coordinate with intake interviewers and work placement supervisors

Know the supportive role played by parents and are able to inform primary process supervisors about the hows and whys (G)

Integrate the educational institution’s career education and guidance curriculum into the parent discussion cycle (CISC ¹³)

Able to engage in active networking relationships with stakeholders (in the region) and cooperate with them (C, F, G, H)

Able to make and maintain contact with institutions for previous and further education (in the region), for instance regarding ongoing learning pathways and suitable education (G)

Possess extensive knowledge about the complexity of the framework for transitioning to further education, levels, learning pathways, the labour market, etc. and provide information to primary process supervisors

Able to refer to external care providers and maintain contact with them (F)